The Invisible Crisis in Schools: Why Specials Teachers Deserve More Than a Backseat
In every school, there’s a hierarchy of subjects. Math and science sit at the top, followed by language arts and social studies. Then, hovering somewhere near the bottom—often treated as an afterthought—are the “specials”: art, music, physical education, theater, and other subjects that don’t fit neatly into standardized testing metrics. What’s worse, educators in these fields are frequently treated less like professionals and more like interchangeable parts in a machine. Swap out the music teacher? No problem—just plug in someone else. Move the art instructor to a different grade level? Sure, why not? This mindset isn’t just dismissive; it’s damaging to students, teachers, and the entire educational ecosystem.
Let’s unpack why this happens—and why it needs to stop.
The “Specials” Stereotype: Convenience Over Expertise
Schools operate under immense pressure to prioritize “core” subjects. Budgets are tight, administrative demands are high, and the push for measurable academic outcomes often overshadows everything else. In this environment, specials programs are frequently seen as expendable or secondary. But this attitude trickles down to how specials teachers are perceived.
Imagine this: A school faces a staffing shortage in third-grade math. To fill the gap, the administration reassigns the school’s only full-time theater teacher—despite their lack of math certification—because “any warm body will do.” Meanwhile, the theater program dissolves. This scenario isn’t hypothetical; it plays out in districts nationwide. Specials teachers are routinely shifted between roles, subjects, or grade levels based on staffing needs rather than their expertise. Their value is reduced to their availability, not their skills.
This practice sends a clear message: Specials are disposable.
The Myth of Interchangeability
A chemistry teacher would never be asked to teach AP Spanish “just because.” Yet specials teachers are routinely thrust into roles outside their training. Why? There’s a flawed assumption that these subjects require less specialization. After all, how hard is it to play a few games in gym class or hand out crayons in art?
This mindset ignores the nuance of these disciplines. A music teacher isn’t just teaching kids to sing—they’re introducing rhythm, cultural history, and collaborative performance. A visual art educator isn’t merely supervising finger-painting; they’re fostering creativity, fine motor skills, and visual literacy. These subjects require pedagogical strategies as complex as those in STEM fields, yet their instructors are rarely given the same respect—or autonomy.
When schools treat specials teachers as interchangeable, they undermine the quality of instruction. Students receive a watered-down version of what these subjects could offer, and teachers grow demoralized, feeling their expertise is neither recognized nor utilized.
The Ripple Effects on Students
Specials aren’t frivolous extras. Research consistently shows that arts education improves academic performance, critical thinking, and social-emotional skills. Physical education correlates with better focus and mental health. Music training enhances memory and mathematical ability. Yet when schools devalue specials teachers, they indirectly devalue these benefits.
Consider a student passionate about dance. If their dance teacher is constantly reassigned or replaced, that student loses a mentor, a role model, and a structured creative outlet. For neurodivergent learners or those struggling in traditional classrooms, specials often provide a rare opportunity to excel. When these programs become unstable due to teacher turnover or inconsistent instruction, it’s the students who pay the price.
Why Does This Happen? Systemic Shortcuts
The root of the problem lies in systemic priorities. Schools are judged by test scores, graduation rates, and college admissions—metrics that rarely account for the arts or physical education. Funding follows these priorities, leaving specials programs chronically under-resourced. Administrators, facing tough choices, often see specials staff as flexible labor to fill gaps elsewhere.
There’s also a cultural bias at play. Society tends to view STEM and literacy as “serious” pursuits, while dismissing the arts and movement as recreational. This outdated hierarchy ignores the holistic development of children. Schools inadvertently reinforce this bias when they treat specials teachers as second-class educators.
A Path Forward: Valuing Specials as Essential
Change starts with redefining what matters in education. Here’s how:
1. Advocate for Equitable Funding
Specials programs need dedicated budgets—not leftovers after core subjects are funded. Parents, teachers, and community members can lobby districts to allocate resources fairly, ensuring stable staffing and materials.
2. Respect Professional Boundaries
Specials teachers should teach within their expertise. Administrators must stop using them as emergency substitutes for unrelated roles. If a school can’t staff core subjects, that’s a separate issue to solve—not a burden for specials educators to bear.
3. Integrate Specials into Academic Goals
Imagine a science unit that incorporates landscape painting to explore ecosystems, or a math lesson using rhythm patterns to teach fractions. Collaboration between core and specials teachers can enrich the curriculum while showcasing the relevance of these subjects.
4. Celebrate Specials Publicly
Schools should highlight student achievements in the arts, music, and PE with the same enthusiasm as honor roll announcements. Art shows, concerts, and sports days aren’t just “fun events”—they’re opportunities to demonstrate the value of these disciplines.
5. Invest in Professional Development
Specials teachers deserve access to training, conferences, and mentorship programs tailored to their fields. This investment signals that their growth matters.
Final Thoughts
Specials teachers aren’t interchangeable parts—they’re the heartbeat of a well-rounded education. Every time a school sidelines these educators, it tells students that creativity, physical health, and self-expression are optional. But education isn’t just about producing workers; it’s about nurturing curious, capable, and whole human beings.
It’s time to stop treating specials as the “easy” classes and start recognizing them as essential. After all, a child’s first ballet recital or championship game might be the moment they discover their purpose. Let’s give them teachers who are empowered, respected, and ready to guide that journey.
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